Melissa Glenn

Behavior Observation
Learner Education Profile
2-2-15

!
Throughout school I learned mostly by listening. Nearly anything I am listening to and
trying to remember I can remember. The way I describe it to people is like a photographic
memory, where you see the information, but instead of seeing it, I hear it in my head. I also
learned a lot when watching videos, and could then quote parts of the video word for word when
needed to, like to answer a test questions based upon the information in the video. This is also
why I know all the words to just about all the songs on my iPod. What was the hardest for me to
lear from was dry textbook readings. If there were no pictures or anything I felt lost. I do enjoy
reading, and I can retain information I read, but if it is boring I shut it out and it makes it hard to
learn material that way. I very seldom had to study for tests because my learning style is mostly
auditory. Other kids in my class would always ask me questions before a test to make sure they
know the right information. By answering their questions the material would be even more fresh
in my mind, and the test would be ever easier.
In my biology class last semester I did really well as all of the information was given in
lecture form. The professor also had it available on blackboard, so students who need to read it
could read it. Many of the kids in my class would ask me questions if they didnt understand
something, or after class they would ask me to clarify information that they were not sure about.
My classmates were surprised to find out that I was not a science major, even thought I seemed

to be very knowledgable about the subject. When I explained I was an art education major they
were surprised, but happily agreed I would make a good teacher, because I was able to answer
the questions they would have asked the teacher.
On the Gardners Intelligence quiz I scored really highly in visual/spatial, musical
rhythmic, and intarpersonal intelligence. I scored very lowly in naturalistic and logicalmathematical intelligence. Luckily I plan on being an art teacher so I will not have to teach a
whole lot of math and logic, but for students who crave it I can have them using more
measurements in their projects, so they get their fix of math and problem solving. With art
especially going on a nature walk can be very inspiring, even thought I am not a huge nature
person, I appreciate a nature walk, and the students might be able to benefit from something of
the sort. To appeal to kids who learn like me, during lectures I will be sure to include visuals and
demonstrations, as well as clear verbal instructions.
An art room is a great place for both intrapersonal people and interpersonal people. Many
art teachers conduct class criticism of each others work. When not getting group feedback the
students are working on their projects by themselves. For students who are more verbal/linguistic
can write to explain the art project they are making, or write a statement before they start to get
their ideas worked out. Also working on an art project is normally body/kinesthetic, because you
have to physically create what you need to create. And last but not least, for the musical students
they can work independently while listening to music to help them keep focus and relax, instead
of staring at a blank canvas in complete silence. Most teachers for art I have had would even play
music in the room to keep the students at ease. It is much easier to get frustrated with a piece in
complete silence that it is to be soothed by the music. However if a student requests no music, I

will tell the students who need to listen to it that they should being a device so they can listen to
their music and I can allow the students who need the silence to work in that.
When I was in school we always did different kinds of activities, and sometimes it
annoyed me because listening was good enough for me, but at the time I didnt realize that other
kids need different ways of instruction to learn. The first time it was really explained to me was
in my high school anatomy class. My teacher explained that for each system we would have a
lecture, then actually dissect that part of the cat, and have a book based homework assignment.
He even explained to the class he does it so that way every student can learn the information. I
really enjoyed my anatomy class, but I dreaded doing the packet that we had to do for
homework, during the system we were talking about and dissecting in class. I learned a lot from
the lectures and and hands on dissection, but the packet did nothing for me except provide
unneeded work to my schedule that I didnt want to do. There were two times during that
semester I decided I wasnt going to do it, because it just took too much time and I never learned
a thing from it.
One thing I plan to do to help reach every student, is during the time the students are
working independently I can talk to each student one on one and answer questions, and make
sure they understand the assignment. The student will also have a chance to verbalize what they
are doing with the assignment if they need to. I have had teachers in the past who have done that
and I feel that it is a highly productive way to run an art classroom. This would also be a good
time for students to ask for advice as to what they should do next in their piece, or what they
could do to improve it.

To promote equality in the classroom I will not grade assignments on how good of an art
piece it is, but how well the student completed the goal of the assignment. I understand that each
student who will be sitting in my classroom will not be an artist so I should grade based upon
where they were to where they are at the end of the class, and their progress along the way. I also
understand that art can be good or bad in the eyes of different people, so it is more about how the
student handled the assignment at hand, rather than a piece being good.
To celebrate diversity in the classroom I could assign a project where the students pick
an artist whose art style reflects their culture and they create a piece in the style of the artist they
choose. This will also give students a chance to talk about their culture and what elements of
their culture are shown in art. The other students in the class will be able to learn about different
cultures they might have not known about. Another thing I thing would be really cool to have in
the room is a bulletin board where I will have an artist of the month, or week. The artist will be
someone who is famous, so modern, so not, and include some of their art work. This will give
students something to aspire to, as well as research further if the style interests them. This will
give the students exposure to the kinds of art there is, so broaden their horizons in the world of
art. I have had teachers list of artists I should look up, but it never did me any good, but being
able to see what the artist has done, and even a brief biography has sparked some interest in me. I
feel that the bulletin board would be a great way to get students interested in artist like that,
especially for high school students, which is what i plan on teaching.
I am aware that is is likely I will gear more toward teaching in the same style I learn, but
given the opportunity to think about it I can teach in other ways so that way every student can
learn the information I am teaching.